Increased technological advances within marine biology requires professionals to become versed in interdisciplinary computer-based skills. Computational thinking (CT) is a contemporary concept used in educational settings across the globe to meet this need. CT has been incorporated into many curricula; however, incorporation strategies are vague and result in specific challenges for post-secondary marine science educators. We developed a framework to support an intervention which incorporated CT into learning marine biology quantitative skills for students in an introductory marine science course at a small liberal arts university in the northeastern United States through a quasi-experimental action research design. We assessed student participant content knowledge through two assessments, student artifacts and a self-perception survey. Results indicate that the intervention was successful in overall participant knowledge gains in both quantitative marine biology skills and computational thinking. Our research design may shed light on how post-secondary institutions may address student range of computational thinking skills within marine science to better support sustainability practices and promote equity and present its applicability to other settings.